scholarly journals Students Perception of Teachers’ Use of Formative Assessment Strategies in Mathematics Classrooms

2021 ◽  
Vol 20 (2) ◽  
Keyword(s):  
Formative Assessment ◽  
Mathematics Classrooms ◽  
Assessment Strategies

Leveraging Interactive Clickers as a Tool for Formative Assessment

2015 ◽  
pp. 330-350 ◽  
Author(s):  
Drew Polly ◽  
Elizabeth Rodgers ◽  
Melissa Little
Keyword(s):  
Elementary School ◽  
Formative Assessment ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Elementary Mathematics ◽  
Fourth Grade ◽  
Elementary School Student ◽  
Mathematics Classrooms ◽  
School Classroom ◽  
University Professor

This chapter provides an overview of interactive remote clickers and how they can be used in an elementary school classroom as a tool for formative assessment in mathematics. The authors share the perspective of a university professor, two teachers, and an elementary school student about the benefits of these types of devices in mathematics classrooms. To this end, they present two vignettes from two fourth grade classrooms and findings from an exploratory study that examined the influence of clickers on teaching and learning in classrooms. Implications and recommendations for using these devices in elementary mathematics classrooms are also provided.

A Study of the Implementation of Formative Assessment in Three Large Urban Districts

2019 ◽  
Vol 56 (6) ◽  
pp. 2408-2438 ◽  
Author(s):  
Carla C. Johnson ◽  
Toni A. Sondergeld ◽  
Janet B. Walton
Keyword(s):  
Formative Assessment ◽  
Effective Teachers ◽  
Teacher Educators ◽  
The United States ◽  
Public School Districts ◽  
Master Teachers ◽  
Policy Makers ◽  
Frequency Of Use ◽  
Urban Public School ◽  
Assessment Strategies

In this study, we examined the enactment of formative assessment by administrator-selected master teachers in large, urban, public school districts in three regions of the United States. Furthermore, this study also included an investigation of the perceptions and frequency of use for all teachers within the same districts to gather a snapshot of the state of use of formative assessment within those settings overall. Currently, the research base is limited regarding how effective teachers implement formative assessment strategies in their classrooms and how teachers in general perceive formative assessment. Thus, the purpose of this study was to gain a broader understanding of how teachers conceptualize and enact formative assessment strategies in their classrooms with the aim of providing guidance to teacher educators, professional development providers, and policy makers about gaps in teachers’ understanding of and use of formative assessment. Findings from classroom observations revealed that master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively. Teachers within the participating districts reported similar use frequencies. Implications for research and practice in the area of formative assessment are discussed.

Developing Student Agency to Support Learning-Trajectory-Based Formative Assessment

2020 ◽  
pp. 151-164
Author(s):  
Alison Castro Superfine ◽  
Kathleen Pitvorec ◽  
Timothy Stoelinga
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Professional Learning ◽  
Collaborative Inquiry ◽  
Learning Goals ◽  
Learning Trajectory ◽  
Instructional Decisions ◽  
Student Agency ◽  
Mathematics Classrooms ◽  
Inquiry Approach

High-quality formative assessment practices depend on teachers having a clear sense of learning goals, an understanding of the learning trajectories students progress along toward these goals, criteria for assessing students' progress, and ways of using this information to inform instructional decisions. In this chapter, the authors describe efforts to support teachers' practice with a focus on learning trajectory-based formative assessment. These professional development efforts moved away from delivering professional development to teachers and evolved into professional learning with teachers as co-researchers and co-designers. The authors discuss this collaborative inquiry approach to supporting elementary teachers' understanding and use of learning trajectory-based formative assessment in mathematics classrooms, and share examples of the various forms of inquiry developed, and ways in which teachers engaged in these activities as part of the collaborative inquiry.

scholarly journals Impact of Formative Assessment and Feedback on Higher Education

2018 ◽  
Vol III (IV) ◽  
pp. 498-514
Author(s):  
Muhammad Naseer Ud Din ◽  
Waqar Un Nisa Faizi ◽  
Abdul Majeed Khan
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Great Influence ◽  
Documentary Analysis ◽  
Testing Strategies ◽  
Training Development ◽  
Learning Procedure ◽  
Assessment Strategies ◽  
The Impact

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

scholarly journals Adjustment in Instructional Techniques through Formative Assessment Data and Evidence

2020 ◽  
Vol 1 (3) ◽  
pp. 212-217
Author(s):  
Mrs. Salima Begum ◽  
Dr. Munazza Ambreen ◽  
Dr. Nasrullah Khan
Keyword(s):  
Instructional Design ◽  
Data Collection ◽  
Formative Assessment ◽  
Validity And Reliability ◽  
Assessment Data ◽  
Instructional Techniques ◽  
Data Collection Methods ◽  
Study Approach ◽  
Assessment Strategies ◽  
Collection Methods

This paper highlights the significance of formative assessment data in adjusting instructional techniques in the classroom that lead to improving students’ learning. The study was conducted in a qualitative paradigm using a case study approach. Associate Degree in Education (ADE) Program, instructors, and students were the research participants in this study. Four data collection methods including document analyses, interviews, classroom observations, and focused group discussions. The use of different data collection methods enabled the researcher to triangulate data to ensure the validity and reliability of the study. The thematic analysis approach was used to analyze data. The study presented important findings which indicated that there was a strong connection between formative assessment strategies and instructional design. It was evident that the instructor recorded formative assessment data, systematically analyzed, categorized, and then drawn conclusions about instructional design as well as students learning outcomes. Instructor planned daily lessons with a strong alignment of formative assessment strategies and students learning. The study revealed that the implementation of different formative assessment strategies improved students’ communication, reading skills, writing skills, presentation, critical thinking, and problem-solving ability.

scholarly journals Teachers’ Perception towards Formative Assessment in Saudi Universities’ Context: A Review of Literature

2021 ◽  
Vol 14 (7) ◽  
pp. 107
Author(s):  
Hanan Sarhan Megaad Alsubaiai
Keyword(s):  
Formative Assessment ◽  
Learning Outcomes ◽  
Student Outcomes ◽  
Summative Assessment ◽  
Positive Outcome ◽  
Review Of Literature ◽  
The World ◽  
Specific Assessment ◽  
Experience Education ◽  
Assessment Strategies

Formative assessment has received considerable attention among scholars around the world. In Saudi Arabia, formative assessment is perceived as a promising opportunity for improving learning outcomes. The review of literature presents formative assessment as a serious issue that can affect students’ outcomes. In particular, teachers’ perception is an important factor that determines their willingness to apply specific assessment strategies in class. According to the findings, formative assessment leads to positive student outcomes. Importantly, the overall perception towards formative is multi-factored. As such, a single factor cannot be blamed for teachers’ perception and attitude outcomes. Notably, teacher’ experience, education level, and other factors define their perception towards formative assessment. As such, any efforts to influence their perspective will have a significant positive outcome on their willingness to apply formative assessment. However, a further study is needed to quantify the significance of teachers’ perception in influencing their decision to apply formative or summative assessment. 

scholarly journals Evaluación formativa para entornos virtuales en áreas de bases de datos [Formative evaluation for virtual environments in the areas of databases]

2015 ◽  
Author(s):  
Lilia Ana Sandoval Pineda ◽  
Jorge Enrique Quevedo Reyes
Keyword(s):  
Formative Assessment ◽  
Virtual Environments ◽  
Formative Evaluation ◽  
Point Of View ◽  
Theoretical Point ◽  
Review Of The Literature ◽  
The Subject ◽  
Assessment Strategies ◽  
Entornos Virtuales

El artículo tiene como objetivo presentar la actualidad de la evaluación formativa en el tema de diseño bases de datos para entornos virtuales, en donde se mencionan las plataformas virtuales con sus estrategias de evaluación convencional para áreas afines con la ingeniería. Entre los principales aspectos en que se centra la revisión de la literatura esta la taxonomía de Bloom, entornos virtuales, plataformas y evaluación formativa. Desde el punto de vista teórico se centra en el tema de diseño de las bases de datos, las metodologías de evaluación y las diferentes alternativas para ambientes virtuales, enfatizando en los recursos y formas como se afrontan en la actualidad. También se tiene en cuenta el papel del estudiante y del docente en el proceso de evaluación y realimentación del aprendizaje. Luego de experimentar y evaluar desde el punto de vista evaluación formativa, tanto las plataformas estándar, como también los proyectos desarrollados por institutos y universidades, se concluye que las plataformas ni siquiera tienen en cuenta este tipo de evaluación y los resultados obtenidos por proyectos particulares no son suficientes para cubrir un proceso real y completo de este tipo de evaluación.Palabras Clave: Entorno Virtual, Evaluación formativa, Diseño de base datos.This article aims to present the current of formative assessment for the subject of database design for virtual environments where virtual platforms mentioned with conventional assessment strategies for areas related to engineering. Among the main issues focused review of the literature is Bloom's taxonomy, virtual environments, platforms, and educational assessment. From the theoretical point of view focuses on the design theme of the databases, assessment methodologies and the different alternatives for virtual environments, emphasizing resources and forms as encountered today. It also takes into account the role of the student and the teacher in the process of assessment and feedback of learning. After experimenting and evaluating from the point of view formative assessment, both standard platforms, as the projects developed by colleges and universities, it is concluded that the platforms do not even take into account this type of assessment and the results obtained for particular projects, not sufficient to cover actual and complete a process of this type of assessment.Keywords: Virtual Environment, formative evaluation, Designed data base

Sign in / Sign up

Export Citation Format

Share Document